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# ED 345 Calvin College Teacher Intern Lesson Plan Template

## Teacher Intern: Sung Ji Choi Date: March 9, 2018

Grade Level: 2nd Grade Subject/ Topic: Math / Bar Graph lesson 2
Approx. time spent planning this lesson: 1 hr
DOMAIN 1: PLANNING & PREPARATION
Main Focus: The main focus of this lesson is to teach how to read and analyze information in horizontal and vertical bar
graphs. Students will learn the differences between horizontal and vertical bar graphs.

Brief Context: 18 students. Previously, they have learned about how to read and draw picture graphs. In the first lesson,
the students learned how to convert (change) a picture graph into a bar graph.
Prerequisite Knowledge/Skills: Students need to know how to draw and read a picture graph. Students need to know
how a bar graph looks like. Students need to know what data means.
Objectives:
 Students will be able to read and draw two types of bar graphs.
 Students will be able to convert a horizontal (vertical) bar graph into a vertical (horizontal) bar graph.

CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
Solve simple put-together, take-apart, and compare problems 1using information presented in a bar graph.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem. 1
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of
two one-digit numbers.

Assessment:
Formative: The teacher will ask several questions to check students’ understanding of content. The teacher will monitor
each student’s work during the lesson. The teacher will walk around, check each student’s work, and record them on a
sticky note.
Summative: The teacher will check each student’s answers on p.237-238.
Worldview Integration: God created this world. For us, it is important to be aware of the world that we’re living in.
better ways.
Instructional Resources:
Textbook

## Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
-use various pictures -Making a bar graph based on
-describe verbally & demonstrate it students’ interests
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
-describe key vocabularies with -Give various opportunities to express Persistence
motions. their thoughts. (verbal discussion, -Students will work individually and
-Vertical, horizontal, scale writing, draw graphs) as a whole group.
-using pictures -Give feedbacks in multiple ways
during the lesson
-Foster collaboration with peers and
promote active discussions
Options for Comprehension Options for Executive Function Options for Self-Regulation
-connect students’ background
knowledge with the content. (how
graphs are used in our daily lives?)

## COVENANT MANAGEMENT: Relationship & community building

-The teacher will work with whole class. Students will interact with each other and with the teacher while they learn about
bar graphs. By drawing a bar graph based on their interests, the students will build relationship with each other.

CONDUCT MANAGEMENT:
Identify at least 2 ways you will gain whole group attention:
-Students will raise their hand if they want to say something or have questions.
-The students will remain in their seats during the lesson.
-The teacher will ask questions to the students to keep their attention.
-The teacher will demonstrate expected behaviors to the students.
Strategies you intend to use to redirect individual students:
The teacher will ask questions to each student so that they can have an equal opportunity to talk.

PHYSICAL ENVIRONMENT:
The students will sit at the desks. They will work individually and face the white board to follow teacher’s instruction.
The middle lights should be turned off so that the students can easily see the screen.
DOMAIN 3: INSTRUCTION

## CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro:
1. Review the previous lesson
-Yesterday, we learned that various different types of graphs are used in our life. Do you remember the names of these
graphs? (Show pictures using google slide) Go over names. Why do we have to learn about graphs? What do you think?
Why is it important to learn about graphs? It helps us to organize the information and present data in a quick way. It is
easier to get information when we just look at a graph rather than when we look at a long list of number data. That’s why
we’re learning how to read and draw graphs. Yesterday, we also learned how to draw a bar graph. Do you know that there
are two types of bar graph?

Development:
2. Ask students to turn to p. 237.
Vertical/ Horizontal Bar Graph
“Look at the first graph on this page. This is “horizontal bar graph. Horizontal means across. This graph is an example of
horizontal bar graph because its bards go across. The top graph is about the types of coins in my pocket.
 How many coins from the US do I have? 10
 How do you know? (We can look at the length of the bar) Look at the length of the bar and check the numbers on
the bottom. The set of number is called scale. It shows the length of a bar in a bar graph.
 How many coins from Canada do I have?
-Have students write down the numbers next to each bar. This will make it easier to ask and answer questions about the
graph.
“Look at the next graph. Can you find the difference? How is this bar graph different from the bar graph at the top of the
page?
-The bars in this graph go up and down. The bars are vertical. So, if you are confused with vertical and horizontal, think
about the cross. (Draw a cross) Have students to say “vertical & horizontal” with motions.
-the location of numbers and categories are different in two graphs.
3. Ask students turn to the next page.
“Look at the graph on the top. What type of bar graph is this?”
Let’s write down the numbers next to each bar first so that we can solve questions much easier.
Read question number 1. “We need to write a full sentence that includes is great than. “ (The number of ____’s awards is
greater than the number of ____’s awards.)
-Solve #2 (need crayons)
“For questions number 2, it asks us to make a vertical bar graph from the horizontal bar graph above. It means we need to
change a horizontal graph to a vertical graph. First, what do we have to write? (title: Awards We Earned) Second, we need
to write down the numbers and categories. In a horizontal bar graph, numbers should be on the left side. The categories
should be at the bottom of the graph. It’s opposite for vertical bar graph. How many Award does Hal have?“
-Draw a bar for Hal.
-Ask students to finish the rest of the graph. Ask them to draw each bar clearly. It should be straight.
-Walk around and check students’ answers.
Closure:
-Go over the lesson.
What are the two types of bar graph? Vertical and horizontal.
Vertical means …..
Horizontal means….
-Transition to math.

## DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a
professional.
Check common core standards for math
Check textbooks and objective and expectations
Using various technologies in the lesson
Use various ways to increase students’ participation